Download Literacy practices in Health and Physical Education - Est-Lit

Applying the Four Resources Model across Learning Domains
Adapted from Luke and Freebody – Wellington SC.
Literacy practices in Mathematics
Code breaker
Decoding and encoding the codes and symbols of written, spoken and visual texts — for example:

recognising different types of content words belonging to the subject (e.g. cosine, rhombus); used in
mathematics and in everyday English with different meaning (e.g. ray, product, term, concurrent); meaning
different things in mathematics (e.g. square, simplify); having a consistent meaning in mathematics (e.g.
calculate, find, work out, compute)

using symbols: numerals conveying different meanings in different spatial positions (e.g. 3 + ½; 3½); the
symbol ‘=’ can be for equations and identities; different symbols conveying the same mathematical concept
(e.g. ///, ~ for ‘similar to’)

recognising adjectives that carry a high load of conceptual and abstract meaning (e.g.
rational/negative/mixed/prime/even number), and denoting quantity (e.g. greater, less, more)

using prepositions to take on different meanings — for example, 10 is divided by 5, 10 is divided into 5, 10 is
divided into 5 equal parts; the temperature increased to 5 degrees, the temperature increased by 5 degrees,
the temperature increased from 5 degrees

using different ways of expressing information: symbolic (e.g. 3 + 4 = 7); formal (e.g. the sum of three and
four is seven); informal (e.g. three apples and four apples makes seven apples)

recognising that the order in which information is presented is often at odds with the order in which it is
processed in mathematics — for example, take 6 from 12; the number 5 is less than what number?
Meaning Maker
Comprehending and composing written, spoken and visual texts — for example:

interpreting questions that are often more complex than the underlying number facts —for example, Mary is
35 years older than Tom. Fred is half the age of Mary. Judy is 17 years older than Fred. If Judy is 35, how old
is Tom?

interpreting statements coding multiple concepts — for example, the number in the difference column is
added to the right-hand end of the figure

interpreting the same words that mean different things because they are used in different ways — for
example, which number is three more than 5? five is how many more than 3? five is three more than which
number?

interpreting the meaning of syntactic patterns used in different ways — for example, sixty is half of what
number? Half of sixty is what number?

interpreting information by linking symbol, prose and diagram

interpreting sections of peripheral writing which include introductions, summaries, reminders, comments

interpreting headings, exercise numbers, boxed or shaded areas, logos exercise books

interpreting graphic information in diagrams, tables, charts and graphs

comparing and ordering populations of different countries in terms of number

classifying different shapes according to features

stating principles as applied to theorems

hypothesising to solve estimation problems

identifying groups and sets of numbers.
Text user
Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different
cultural and social functions — for example:
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
using procedures — for example, to follow instructions and to instruct others on how to do operations or
activities with examples

using descriptions — for example, to define and describe shapes

using reports — for example, to find an account of the history of number

using expositions — for example, to explain concepts and methods

using arguments — for example, to justify a strategy for solving a problem

using discussions — for example, to argue for and against different ways of approaching a proof.
Text analyst
Understanding how texts differentially position readers, viewers and listeners — for example:

devising alternative ways for resolving mathematical problems

identifying ways in which mathematical data can be analysed and represented to influence people’s ideas

comparing and contrasting ways in which different cultures approach mathematical problem solving

recognising opinions and points of view in historical accounts of the development of mathematical concepts.
Literacy practices in English
Code breaker
Decoding and encoding the codes and symbols of written, spoken and visual texts — for example:

using appropriate technical terms during shared reading activities — for example, letter, word, title, page,
cover, illustration, author

recognising pronouns that refer to preceding nouns — for example, My cats are happy; they have had their
favourite dinner.

using voice and body language — for example, gestures, posture, facial expression to engage or distract
audience

using camera angle and viewer position in a visual text — for example, the camera angle and viewer position
from a short child’s eyes up to a tall adult

recognising linking words that express logical relationships — for example, due to, however, consequently

recognising symbolic use of music or sound effects — for example, a heartbeat, a squeaking chair.
Text participant
Comprehending and composing written, spoken and visual texts — for example:

describing distinguishing characteristics of a scene, animal or person in a broad description — for example, in
a wanted poster or a character portrait

interpreting causes and effects in an explanation — for example, about the physiological effects of drugs

interpreting imaginative relationships through imagery — for example, similes, metaphors

interpreting features that indicate personal opinions about issues — for example, implicit point of view
conveyed by tone of voice and facial expression in a television interview

narrating real or imagined events in logical sequence attending to the main elements of story-line

comparing and contrasting to argue for and against an issue in a written discussion.
Text user
Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different
cultural and social functions — for example:

constructing timelines, story maps, semantic webs or flow charts to represent events or the organisation of
information in printed and visual texts

using narratives — for example, to write an imaginative story with a story-line in which interrelated events
clearly solve a problem
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
using transactions — for example, to negotiate goods and services through print media advertising such as
catalogues, billboards, signs, magazine and newspaper advertisements

using procedures — for example, to follow a series of interrelated steps according to written and visual
instructions such as a cooking video or a recipe to make a pizza

using reports — for example, to follow an accident report which requires close attention to sequence and
detail

using expositions — for example, to synthesise information from different sources and to express points of
view.
Text analyst
Understanding how texts differentially position readers, viewers and listeners — for example:

discussing varying reactions to narrative texts in which male and female roles are reversed

differentiating the emotive effects and cultural meanings of images and symbols in commercial advertising

considering the interests, needs and backgrounds of potential readers — for example, anticipating the
response of readers to sexist or racist language and subject matter

comparing political allegiance evident in a speech or an interview

analysing divergent interpretations of the same facts presented in different texts — for example,
documentaries, current affairs programs, interviews, reports, brochures, newspaper articles

discussing the various ways that people may be represented in texts — for example, discussing activities in
which males and females, older and younger people might engage
Literacy practices in Health and Physical Education
Code breaker
Decoding and encoding the codes and symbols of written, spoken and visual texts — for example:

spelling technical terminology — for example, processed food, additives, adolescence, puberty, movement,
locomotion

recognising words that describe the additives on processed food packaging — for example, sugar, flavour
enhancers, anticaking agents, colour

using verbs at the beginning of commands in a set of instructions

using simple present tense in a report — for example, puberty occurs when…

recognising explicit conjunctions which express cause and effect relationships — for example, because, so.
Text participant
Comprehending and composing written, spoken and visual texts — for example:

interpreting technical terminology — for example, choreography, routines, sequences, space, time, force, flow

scanning a text to locate specific information for researching effects of smoking and alcohol

describing the functions of an exercise machine attending to the generic structure of a description

interpreting the process of reproduction described in a flow chart

interpreting cause and effect relationships in explanations of issues relating to health

giving reasons for using tactics in a game situation

sequencing instructions related to a variety of movement sequences and performances.
Text user
Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different
cultural and social functions — for example:

using transactions — for example, to negotiate relationships in a group problem-solving activity

using procedures — for example, to follow steps involved in a jazz ballet sequence

using reports — for example, to describe changes to the body during adolescence
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
using explanations — for example, to explain how the different energy systems work

using expositions — for example, to present an argument about legalising drug use in the community

using discussions — for example, to discuss the pros and cons of using condoms as a means of
contraception.
Text analyst
Understanding how texts differentially position readers, viewers and listeners — for example:

forming opinions based on an examination and analysis of relevant information growth and development

explaining and justifying the consequences of a variety of lifestyle decisions and choices

arguing effectively from an informed viewpoint about alcohol advertising

recognising viewpoint, bias and stereotyping in explanations about the social changes that occur during
adolescence

critically analysing media articles relating to diet, nutrition and weight loss.
Literacy practices in LOTE
In Languages other than English (LOTE), the text structures and features may be quite different to those that relate to
the English language system. The culture in which the text has evolved will determine the language patterns and
conventions used. Students will need to be explicitly shown how to organise their texts in the target language.
Code breaker
Decoding and encoding the codes and symbols of written, spoken and visual texts — for example:

using tense markers when retelling a series of events

recognising the structures of questions, statements and commands

using pace, volume, pronunciation and stress appropriately in a speech

recognising the abbreviated style of writing in advertisements

recognising words that express probability and frequency

using cues arising from written symbols (graphophonic) when reading

correcting word constructions using understanding of word usage, including visual and phonic patterns, word
derivations and meanings.
Text participant
Comprehending and composing written, spoken and visual texts — for example:

identifying the main idea and supporting details in an explanation

predicting meaning by using title, illustrations and text format

scanning electronic media to locate specific information for research purposes

inferring word meanings from context

interpreting requests for information

using the format of a letter to locate information

interpreting information from a timetable

describing the features, appearance, behaviour and feelings of a character in a story

matching graphic information such as symbols or diagrams to textual information

interpreting emotive words in an argument.
Text user
Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different
cultural and social functions — for example:
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
using narratives — for example, to tell a story

using transactions — for example, to interview others in order to exchange information and ideas

using procedures — for example, to follow instructions and to instruct others to do things

using recounts — for example, to retell a series of events from an experience

using reports and descriptions — for example, to find information about places in a brochure

using explanations — for example, to explain how things are done

using exposition — for example, to argue an issue.
Text analyst
Understanding how texts differentially position readers, viewers and listeners — for example:

analysing and making comparisons between two reports about a cultural event

recognising the effect of persuasive language in advertisements

identifying bias and missing points of view in a newspaper article

comparing the cultural conventions of transactions in different languages

identifying ways in which ideas are expressed to influence the listener in a discussion

recognising the transferability of literacy skills from language to language

understanding the literacy practices of other languages.
Literacy practices in Science
Code breaker
Decoding and encoding the codes and symbols of written, spoken and visual texts — for example:

spelling scientific terminology — for example, solution, solvent, dehydrated, anhydrous

using conjunctions, adverbs, prepositional phrases and verbs to express cause and effect relationships (e.g. so,
therefore, because, since, thus, hence, consequently, as a result, cause, form), sequence (e.g. after, before, then,
next, finally), comparison and contrast (e.g. like, similarly, just as, resemble, however, whereas, although, on the
other hand)

recognising reference words — for example, it, this, those (in a report about volcanoes)

using simple present tense and passive voice — for example, in an explanation of an experiment concerning
oxygen depletion in water

using abbreviations and symbols used in measurements, chemical equations and formulae

using nominalisation (making nouns from verbs) to condense information and make it appear more authoritative

identifying origins of scientific words.
Text participant
Comprehending and composing written, spoken and visual texts — for example:

describing component parts of an electrical circuit

interpreting cause and effect relationships in the process of weathering, consolidation and erosion from a flow
chart

defining tides according to gravitational forces of the earth, moon and sun

interpreting scientific terminology — for example, trachea, alveoli, epiglottis, bronchiole, velocity, mass

interpreting information in drawings, tables, charts and graphs

using text organisation of headings, main ideas and supporting details to gather information from reference books

predicting outcomes, generating hypotheses and explanations related to phenomena both within and outside their
own experience

organising information, ideas and arguments, using a variety of media
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
selecting, summarising and organising ideas and information from a variety of sources including videos, slides,
newspapers, books, magazines, multimedia and the Internet.
Text user
Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different
cultural and social functions — for example:

using procedures — for example, to follow instructions for decomposing water

using descriptions — for example, to describe observations of a chemical reaction

using scientific reports — for example, to compare, contrast, predict, suggest causes, state conclusions,
inferences or principles

using explanations — for example, to follow the processes of precipitation, evaporation and condensation

using expositions — for example, to analyse specific issues related to sewage pollution

using argument — for example, to argue the benefits of mulching a garden.
Text analyst
Understanding how texts differentially position readers, viewers and listeners — for example:

assessing science reports in the media

evaluating human activities which may impact on the environment, society and individuals

critically analysing the ways in which water management is represented in scientific magazines

recognising points of view and missing points of view in a discussion about space travel

presenting an alternative position to one taken by an explanation of genetic engineering

exploring silences in the history of science — for example, the role of women in science.
Literacy practices in Humanities
Code breaker
Decoding and encoding the codes and symbols of written, spoken and visual texts — for example:

using conjunctions, adverbs, prepositional phrases and verbs expressing cause and effect relationships (e.g.
so, therefore, because, since, thus, hence, consequently, as a result, cause, form), sequence (e.g. first, after,
before, then, next, finally), comparison and contrast (e.g. like, similarly, just as, resemble, however, whereas,
although, on the other hand)

using circumstances of time — for example, in the nineteenth century, during this period, at this time

recognising reference words — for example, this, those, it (in an explanation of weathering); they we, she, he
(in a report about cultural identity)

spelling technical terminology — for example, budget, price, mechanism, imperialism

using simple present tense and passive voice in an explanation — for example, of an experiment concerning
oxygen depletion in water

using nominalisation (making nouns from verbs) to condense information and make it appear more
authoritative — for example, nationalism, evaporation.
Text participant
Comprehending and composing written, spoken and visual texts — for example:

interpreting comparisons and contrasts of aspects of places, times, systems and cultures

explaining the causes and effects of social and environmental conditions

describing a process of deforestation or passing a bill through parliament

interpreting technical terminology — for example, cultivation, staple commodity, civilisation, parliamentary
democracy

naming and summarising abstract processes using nominalisation — for example, exfoliation, deflation,
evaporation, opposition, globalisation, irrigation
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
predicting the probability of possible events using modality — for example, certainly, unfortunately, generally,
possibly

interpreting attitudinal words in a discussion — for example, overwhelming, significant, decline, protest

retrieving information in drawings, tables, charts and graphs

using text organisation of headings, main ideas and supporting details to gather information
from primary and secondary sources in a variety of media.
Text user
Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different
cultural and social functions — for example:

using narratives — for example, to produce an account of a significant historical figure

using transactions — for example, to interview the local alderman about local town planning plans

using recounts — for example, to summarise current economic events; to account for events over time

using descriptions — for example, to describe architectural styles of the past; to describe traditions of a
particular culture

using reports — for example, to classify and describe geographical features; to represent information
taxonomically

using explanations — for example, to identify the reasons for current clothing choices; to explain the longevity
of the Anzac tradition

using expositions — for example, to identify reasoned points of view or arguments about an environmental
issue

using television documentaries — for example, to analyse and explore environmental impacts

using discussions — for example, to argue the case for two or more points about an historical issue.
Text analyst
Understanding how texts differentially position readers, viewers and listeners — for example:

analysing historical and contemporary sources in terms of who benefits from particular changes and
continuities, which groups have been marginalised, and the consequences of holding particular values

developing criteria for making judgments about whether a built or natural environment should be altered

identifying how the unique rituals and customs of family identify people as a member of that group

analysing the ways in which the media uses language and visual images to portray, implicitly or explicitly, the
culture of different or marginalised groups

predicting changing occupations and relationships between people in a resource industry due to globalisation
and technology.
Literacy practices in Technology
Code breaker
Decoding and encoding codes and symbols of written, spoken and visual texts — for example:

spelling terminology of technology — for example, horticulture, decomposition, algae, fertilisers, salination

using connectives to express cause and effect and time relationships in a discussion —for example, because,
so, therefore, as a result

recognising a variety of print and script styles to emphasise or highlight parts of a text — for example,
underlined headings, capitals, bold

recognising technical symbols

using passive voice in an explanation of the preservation and storage of herbs.
Text participant
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Comprehending and composing written, spoken and visual texts — for example:

using terminology associated with design and technology from a range of contexts — for example,
dehydration, evaporation, database

locating information from a range of sources, including people, reference material, other publications, the
Internet and the media

identifying main ideas and supporting details of a spoken report and summarising it for others

interpreting text features to distinguish fact from opinion

interpreting texts using organisational elements — for example, main argument, supporting points and
conclusion in an exposition

interpreting graphic forms of information

expressing effects of alternative compostable waste management systems

expressing assumptions and conclusions about maintenance strategies in pest control

hypothesising the impact of the use of various resources on environmental sustainability.
Text user
Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different
cultural and social functions — for example:

using diagrams, sketches and drawings for making models and products

using procedures — for example, to follow instructions on how to set up the video editor

using reports — for example, to present information about a feature of the local environment

using explanations — for example, to explain how goods and services get from manufacturers to consumers

using expositions — for example, to analyse and persuade about the benefits of planting native trees in a
playground

using reviews — for example, to describe and present an evaluation of a piece of work, design ideas or
existing product

using discussions — for example, to examine the advantages and disadvantages of different computer
applications and make recommendations.
Text analyst
Understanding how texts differentially position readers, viewers and listeners — for example:

detecting strategies that speakers use to influence an audience and recognising when an opinion is being
offered in a spoken interaction

identifying the ways in which different media treat the same event — for example, newspaper, magazine,
television news

identifying ways a viewer can be positioned in visual texts — for example, use of camera angles to make the
viewer seem more powerful

understanding the economic and social impacts that information processes and products can have

evaluating the properties and performance of materials and considering the advantages and limitations from
technical, social and ecological viewpoints

understanding that systems have different impacts and benefits on different members of society.
Literacy practices in The Arts
Code breaker
Decoding and encoding the codes and symbols of written, spoken and visual texts — for example:

recognising notational systems in dance and music

using visual, aural, spatial and gestural symbols
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
recognising gestures and movements

spelling technical vocabulary in each of the arts, including commonly used words and phrases from
languages other than English — for example, glockenspiel, xylophone, choreography, isometric, storyboard,
tableaux

using voice, posture and movement to create a given role

using focus, lighting and framing to draw attention to particular subjects in a frame — for example, a close-up
of a clenched fist

using past tense and passive voice in a newspaper report.
Text participant
Comprehending and composing written, spoken and visual texts — for example:

naming the techniques and art media used in practical activities — for example, drawing, painting, collage,
printing, weaving, constructing, modelling

interpreting literal and inferential meanings in gestures, movements, marks, images, notes, sounds, and
words, including subtext and metaphor

using structures such as introduction, exposition, climax and resolution in shaping drama performances

notating short melodic and rhythmic patterns heard in musical context

using various symbols systems of the arts — for example, timbre, dynamics, rhythm, melodic contour and
harmony to create mood

contributing, following viewing a class video, to a group discussion about the use of space, time and energy in
their own dancing and that of peers

using stories from own lives as the basis for improvising in drama

drawing on knowledge, experiences, interests and lifestyles to construct meaning from the various texts used
in the arts.
Text user
Understanding the purposes of different written, spoken and visual texts, and using texts in different ways for different
cultural and social functions — for example:

using narratives — for example, to retell events in a television program from one character’s point of view

using transactions — for example, to design a newspaper advertisement to promote a product to a particular
audience

using procedures — for example, to follow instructions on the construction and decoration of a mask for a
specific celebration

using reports — for example, to interpret how artists have used elements associated with three-dimensional
work such as form, dimension, shape, space, organisation, balance and location

using explanations — for example, to explain how a composition was produced, giving reasons for choices in
musical instruments such as tempo, instrumentation, dynamic range, form, and changes made during the
process

using expositions — for example, to compare different drama performances and give reasons for preferred
performance

using discussions — for example, to present arguments for and against particular statements or beliefs, such
as ‘Art is a reflection of cultural heritage’, using contextual material and the work of selected artists to support
the development of the argument

using reviews — for example, to review a dance seen live or on film, outline its form in terms of beginning,
developments and end, and evaluate the work.
Text analyst
Understanding how texts differentially position readers, viewers and listeners — for example:
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
discussing the use of drama to persuade in television advertising

describing gender differences in dance from different times and places, including contemporary dance forms

discussing ways in which various sub-cultural groups use the media or media products to identify themselves
— for example, the adoption of particular dress, fashion, language or attitude codes from films, video clips
and television programs

contrasting different purposes of drama in society — for example, to challenge, to question, to entertain, to
inform, to educate, to sell

showing awareness of the influence of cultural and social factors upon the status, value and function and
design of art works made and designed in Australia

discussing the way voice is used in music in different social and cultural groups — for example, traditional and
contemporary Aboriginal music, contemporary folk and popular music.
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